Improving quality of the child care environment through a consultancy programme for centre directors

This study examined the effects of a newly developed on-site consultancy programme to improve global quality of the child care environment in non-parental child care centres for 0- to 4-year-old children as measured with the ITERS-R/ECERS-R. Using a randomised controlled trial with a pretest, posttest, and follow-up test, we compared 35 experimental group with 33 control group. The consultancy programme comprised three consultations in total. Analysis on the items that were specifically targeted during the consultancy showed a significant improvement on these targeted items between pretest and posttest and between posttest and follow-up. The effect of the consultancy programme on the total scores (including the non-targeted items) was not significant.     

University Financing Alternatives: The German Example

Germany consists of sixteen federal states (Länder). According to the Basic Law, the Länder are responsible for education, science, and culture. The Länder support the institutions of higher education financially, making the largest contributions to university funding (90 percent). Following the formulation of the "Incentives and Accountability" leitmotiv, substantial changes have taken place over recent years in relation to the financing of higher education. A change of paradigm occurred that involved movement from detailed input-oriented state control to an output-oriented form of global control. Currently, almost all the Länder are working with highly flexible institutional budgets and with indicator-based allocations of funds. A new salary scheme for professors, based on performance criteria, has been introduced. In some Länder, contracts between state and universities--which describe the performances expected of the institutions-- have been concluded.     

学术殖民主义在行动:美国认证他国大学

美国认证是针对美国高等教育的现实而设计的，它反映了美国学术系统的历史、规范以及价值观。作为一个学术超级大国，美国有义务不在全球滥用其学术强势。不存在任何形式的世界认证警察。     

College Students’ Reasons for Depression Nondisclosure in Primary Care

Unwillingness to share depression experiences with primary care physicians contributes to the undertreatment of depression. This project examined college students’ reasons for depression nondisclosure to primary care providers (PCPs). Undergraduate participants read a vignette describing someone with depression and completed measures of disclosure barriers. Analyses indicated 26% of respondents would NOT disclose depression symptoms to PCPs. Reasons for nondisclosure included difficulty initiating the depression conversation, medication aversion, and fear of referral to a psychologist. Also, anger toward the vignette character varied with disclosure willingness, suggesting that nondisclosers feel more stigma than disclosers and are less likely to engage in psychotherapy. Because engagement in pharmacological and/or psychotherapeutic treatment requires identification of depression in healthcare settings, increased understanding of disclosure barriers could increase students’ access to depression treatment.     

Changes in the Most-Cited Scholars and Works Over 25 Years: The Evolution of the Field of Criminology and Criminal Justice

Cohn and Farrington’s work in citation analysis has examined scholarly influence within criminological research for over 25 years. The current analysis tracks the ten most-cited scholars and each scholar’s most-cited works in four international criminology journals and six American criminology and criminal justice journals over twenty-five years and five time periods—1986–1990, 1991–1995, 1996–2000, 2001–2005, and 2006–2010. This approach extends the traditional approach to citation analysis by documenting increases and decreases in individual citation careers as well as in the most-cited scholarly contributions of the most-cited scholars during a period of significant growth in criminology. The most-cited works mostly fall within the areas of developmental and life-course criminology and criminal careers, reflecting the importance of these topics in criminology.     

Reviews

Foster , John , L. (Editor ). (1977). Reluctant to Read? Edinburgh Reading Tests - Stages 1 and 4 - Godfrey Thomson Unit. Dubin , F. and Olshtain , E. (1977). Facilitating Language Learning. Skitt , Frank . (1978). Themes for Language Learning.